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Developing Learning Organisation.ppt
1. Module 2 of CHRP
Developing Learning Organizations
through Training & Development
By: Ghulam Mustafa Mohsini
Mustafa@hrlegends.net
M: 0301-8415493
1
2. Objectives of Module 2
īˇ Understand different terminologies used in
Training and Development
īˇ Understand the strategic aspects of T&D
īˇ Learn the T&D process
īˇ Make T&D Plan for your organization
2
3. Group Discussion
īˇ What is training?
īˇ Why organisations provide training?
īˇ What is difference in training, development
and learning?
īˇ When do we provide training and when
development?
3
4. 4
Topics
īˇ Why do we Need Training?
īˇ What is Training & Training Principles?
īˇ A Systematic Approach to Training
īˇ A Training Lesson Plan
5. 5
Do Organizations Need
Training
īˇ The answer is âYESâ
īˇ However, we must
know the purpose and
functions of training
before we can use it.
8. 8
Training Needs
The reasons for not
making the 1,000
cars:
īˇ Not enough resources
īˇ Poor machines
īˇ Poor staff skills
As training experts we
must analyze the
situation to determine if:
īˇ Expected result too high
īˇ Target achievable
īˇ Is training the only way to
make it happen
īˇ Are there other factors.
10. 10
Exercise 1
īˇ Imagine you are the managing director of a
full service restaurant. One day you receive a
complaint letter from a guest reporting s/he
was not satisfied with the follow up
regarding their criticism of being
overcharged in one of your
restaurants.
īŽ Why was the complaint made?
īŽ Is there a training need?
11. 11
3 Reasons to Consider Conducting
an Internal Needs Analysis
1. Employee obsolescence/out-dated â
īŽ Technical advancements, cultural changes, new
systems, computerization
2. Career plateaus
īŽ Need for education and training programs
3. Employee Turnover
īŽ Development plan for new employees
12. 12
What is Training?
īˇ Training is a systematic process through
which an organizationâs human resources
gain knowledge and develop skills by
instruction and practical activities that result
in improved corporate performance.
13.
14.
15. 15
Differences between Training,
Education & Development
īˇ Training is short term, task oriented and targeted
on achieving a change of attitude, skills and
knowledge in a specific area. It is usually job
related.
īˇ Education is a lifetime investment. It tends to be
initiated by a person in the area of his/her interest
īˇ Development is a long term investment in human
resources.
16. 16
Learning and Coaching
īˇ Learning: It is the process by which behavior and
attitudes are changed.
īˇ Coaching: Like training, coaching is concerned
with skills, whether they are sporting skills or work
skills. Every top-class athlete has a coach who
works with him or her to improve technique.
īˇ Coaching has always been an important component
of apprenticeship schemes.
17. 17
Mentoring
īˇ What coaching is to training, mentoring is to development.
īˇ A mentor is a person who not only improves skills, learning
and performance of a person but also motivates him for
development and progression.
īˇ A mentor is an experienced person other than the
individualâs manager who provides counsel and guidance to
assist the individual in his or her organizational growth.
īˇ It is important that the mentor does not have a line
management relationship with the individual, as that could
cause a conflict of interest.
18. Why to Train???
īˇ Does providing them training mean they are
insufficient to perform well in the
organization?
NO YES
īˇ Training is about making them Company-
Specific & Job-Specific
NO YES
19. 19
The ASK Concept
īˇ If we follow the GAP concept, training is simply
a means to use activities to fill the gaps of
performance between the actual results and the
expected results.
īˇ This GAP can be separated into 3 main themes
1. Attitude
2. Skills
3. Knowledge
20. 20
Exercise 2
Rank ASK by difficulty to develop in people
īˇ Attitude
īˇ Skills
īˇ Knowledge
âĸEasy
âĸModerately difficult
âĸMost difficult
21. 21
Importance of Training
īˇ Maintains qualified products / services
īˇ Achieves high service standards
īˇ Provides information for new comers
īˇ Refreshes memory of old employees
īˇ Achieves learning about new things; technology,
products / service delivery
īˇ Reduces mistakes - minimizing costs
īˇ Opportunity for staff to feedback / suggest improvements
īˇ Improves communication & relationships - better
teamwork
22. 22
Benefits of Training
īˇ Most training is
targeted to ensure
trainees âlearnâ
something they
apply to their job.
23. Benefits of Training to
Employers and Employees
īˇ Employers:
īŽ Standardisation of Processes and Procedures
īŽ Quality products and High Performance
īŽ Better Customer Satisfaction
īŽ Lesser need of supervision
īŽ Economy of Operations
īŽ Higher Morale & Employee Development
īŽ Better Succession Planning
23
24. Benefits of Training to
Employers and Employees
īˇ Employees
īŽ Increasing Confidence
īŽ New Skills/Competency Building
īŽ Career Development
īŽ Adaptability and Resilience to Change
īŽ HSE â Increased Safety
24
26. Management Thinking
īˇ âĸ
Whether training should be undertaken at all?
īˇ What objectives is the training activity likely to
satisfy?
īˇ âĸ
Who should impart the training?
īˇ Do we need a separate department for imparting
training to the managers?
īˇ âĸHow training should be imparted to the trainees? âĸ
īˇ How should the results of training be measured?
26
29. 29
A Systematic Approach
to Training
Key Concepts in Preparing a Training Plan
Before you train and develop people identify what:
īŽ They must know - before they can perform job
īŽ They should know - to improve performance
īŽ Would be nice for them to know â but not
necessary to perform duties.
30. 30
Model of the Training Process*
Assessment Stage Training Stage Evaluation Stage
Organizational
Needs Assessment
Task Need Assessment
Development of
Training Objectives
Design & Select
Procedures
Measure Training
Results
Development of
Criteria for Training
Evaluation
Train Compare Results to
Criteria
Feedback
*Goldstein, I. (2002) Training in Organizations 4th Ed.
31. 31
Nine Steps in the Training
Process
1. Assessing training needs
2. Preparing training plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training
32. Self Assessment
1. Why employees do not perform well?
2. What is GAP?
3. What is KSA?
4. What is importance of Training?
5. Are there any issues other than training which affect
performance of a company?
6. What is training?
7. What is employee development?
8. Differentiate between training and development.
32
33. Strategy impacts training with a strong
influence on determining: (1 of 2)
īˇThe amount of training devoted to current or
future job skills
īˇThe extent to which training is customized for:
īŽ the particular needs of an employee,
īŽ or developed based on the needs of a team, unit, or
division
īˇWhether training is restricted to specific groups
of employees or open to all employees
34. Strategy impacts training with a strong
influence on determining: (2 of 2)
īˇWhether training is:
īŽ planned and systematically administered, or
īŽ provided only when problems occur, or
īŽ spontaneously as a reaction to what competitors are
doing
īˇThe importance placed on training compared to
other human resource management practices
such as selection and compensation
35. 35
Phases of Strategic Planning
īĸPhase 1: Identify the organizationâs business strategy:
ī Mission: Describes the organizationâs reason for existence.
ī Vision: States the organizationâs picture of the future.
ī Values: What the organization stands for.
īĸPhase 2: Develop action plans:
ī How should the organization attain its vision of the future?
īĸ Goals.
īĸ Objectives.
īĸ Strategies.
īĸPhase 3: Evaluate accomplishments:
ī How will the organization know how it is performing?
īĸ Measure results.
īĸ Performance measures.
37. ŠSHRM 2009
Training as a Competitive Advantage
īˇ Competitiveness:
īŽ An organizationâs ability to maintain and gain
market share in a specific industry.
īˇ Competitive advantage:
īŽ A competitive advantage exists when an
organization is able to provide the customer a
better value than the competition. For example,
the ability to produce products at a lower price or
of better quality can create a competitive
advantage.
38. 38
Training as a Competitive Advantage
īˇ Training becomes a competitive
advantage when:
īŽ It is linked to business strategy and
organization goals.
īŽ It focuses on the organizationâs future.
īŽ Employees are trained in the knowledge,
skills and abilities required to achieve that
future.
īŽ It moves from basic skills to learning,
creating and sharing knowledge.
39. Training Strategy
The direction and scope of the training and development
opportunities developed and provided by the organization for its
employees and other concerned partners: ideally which matches the
training and development provided to both the needs of the
organization and the individual in order to ensure that the
organization can respond to changes in its external environment.
It is a blueprint that needs to support the optimization of the human
resource capital in the organization. It is essential that the training
strategy is aligned to the organization's strategy and enables its
vision to be realized.
39
40. Strategic Training
īĸStrategic training links to the organizationâs long-term planning and
focuses on the skills and knowledge necessary for employees to
achieve the organizationâs goals.
īĸIt consists of both formal, planned learning activities, such as
seminars, workshops and organization-sanctioned mentoring
programs, and informal learning that takes place through
spontaneous interactions between employees.
īĸImproves performance toward goals.
īĸFocuses on what is needed and when it is needed.
īĸFormal training enhanced by informal learning.
īĸLearning supported by the organization.
īĸKnowledge transfer:
ī Explicit knowledge.
ī Tacit knowledge.
42. TRAINING DESIGN
PROCESS & ITS STEPS
īĸTRAINING PROCESS
ī The training design process refers to a systematic approach for
developing training programs
īĸSTEPS OF TRAINING PROCESS
1. Assessing training needs
2. Preparing Training Plan
3. Specifying training objectives
4. Designing the training program(s)
5. Selecting the instructional/training methods
6. Completing the training plan
7. Implementing the training program
8. Evaluating the training
9. Planning future training 42
43. 43
īĸ A TNA is the process to determine whether training to address a performance
gap is necessary.
īĸ Training might be appropriate when the performance issue is a âcanât doâ
issue:
ī Poor performance (resulting from a knowledge or skill deficiency).
ī Lack of basic skills (reading, writing, technology, math skills).
ī Legislation or policies requiring new knowledge or skills.
ī New technology.
ī A customer request for new products or services.
ī Higher performance standards.
ī Organizations may increase performance standards for certain jobs to comply with new laws
or to achieve a quality or service recognition. For example, implementing total quality
management or a new customer service approach
ī New jobs or work redesign due to expansion.
What Is a Training Needs Assessment (TNA)?
44. 44
Role of TNA in the Training Process
īˇ A TNA is the first step in the training process model.
īˇ A TNA will directly influence other steps in the training process (also called
the instructional systems design process). For example, the information
gathered in the learner/person, task and organization analysis will influence
how training is designed, developed, implemented and evaluated.
īˇ TNA assessment involves:
īŽ Organization analysis.
īŽ Task analysis.
īŽ Person/learner analysis.
īˇ When information is not gathered, training may be ill-designed to address the
performance issue.
45. 45
WHY IS NEEDS ASSESSMENT NECESSARY?
īĸ Needs Assessment is the first step in the training process, and if it is not
properly conducted any one or more of the following situations could occur:
ī Training may be incorrectly used as a solution to a performance problem (when the
solution should deal with employee motivation, job design, or a better communication of
performance expectations).
ī Training programs may have the wrong content, objectives, or methods.
ī Trainees may be sent to training programs for which they do not have the basic skills,
prerequisite skills, or confidence needed to learn.
ī Training will not deliver the expected learning, behavior change, or financial results that
the company expects.
ī Money will be spent on training programs that are unnecessary because they are unrelated
to the companyâs business strategy.
46. 46
Three Types of TNA Analyses
īˇ Organizational Analysis
īŽ To align training with business strategy and to ensure there are
resources and managerial support for training.
īˇ Task Analysis
īŽ To identify the important work-related tasks and knowledge, skills,
behaviors, abilities (KSBAs); determine if the content and activities
are consistent with trainee on-the-job experience; and to develop
measurable and relevant content, objectives and methods.
īˇ Person Analysis
īŽ To ensure that trainees have the basic skills, motivation, prerequisite
skills or confidence.
49. TRAINING NEEDS ANALYSIS
THE PROCESS OF
TRAINING NEED
IDENTIFICATION
WHOSE
RESPONSIBILITY?
īĸ Supervisor?
īĸ Training Specialist?
īĸ Human Resource Manager?
īĸ CEO? âĸALL
50. Exercise 3
īˇ Imagine you are the manager of a factory
with 500 workers making ice cream for
export to Europe.
īˇ What information and evidence do you
need before you can say the employees
need training?
īˇ Try to list 5 ideas.
50
51. Response to exercise 3
51
īˇ Accidents report
īˇ Sick leave report
īˇ Employee compensation
statistics
īˇ Product quality control
report
īˇ Wastage report
īˇ Efficiency report
īˇ Machinery out-of-order
report
īˇ Staff discipline report
īˇ Staff enquiries &
complaints
īˇ Guests complaints
īˇ Refusal of orders made
īˇ Quality of product report
īˇ Market needs & trends
īˇ Demographic data &
background of
employees